A Model for Developing English Communicative Competence of Basic Educational School Administrators

Abstract

The purposes of this research were to 1) study developing English communicative competence of basic educational school administrators 2) create a model for developing English communicative competence of basic educational school administrators and 3) evaluatea model for developing English communicative competence of basic educational school administrators. The research method comprised three steps as follows; step 1: studying the element of developing English communicative competence of basic educational school administrators using an interview 60 experts. Step 2: creating a model for developing English communicative competence of basic educational school administrators form documentation for expert seminars (Connoisseurship) by 9 experts.Step 3:  evaluating a model for developing English communicative competence of basic educational school administratorsby basic educational school administers of 12 persons. The results showed that; 1)The element of developing English communicative competence included of listening skill, speaking skill, reading skill and writing skill. 2) The component of a model for developing English communicative competence were three components as follows;Part 1 Introductionincluded basic principles of developing English communicative competence and objective of a model. Part 2 Content included component of developing English communicative competence were listening skill, speaking skill, reading skill writing skill, process of developing English communicative competence included input were policy andneed, Method,Money, Morale,Material/Media andMan. Process were sixth step of Self-Model; Self-Concept, Self-Analysis, Self-Design, Self-Development, Self-Implementation and Self-Evaluation. Output and Feedback were developing English communicative competence and development of a model.  Part 3 Conditions of success. Confirmation results of model for developing English communicative competence were found that; a model for developing English communicative competence had accuracy and propriety. 3) The results of the evaluation of a model andhandbook for developing English communicative competence of basic educational school administrators were at the high level based on the utility standards was the highest average at the highest level and feasibility standards was the lowest average at high level.